Hyde Staff Culture Handbook
HYDE LEADERSHIP
Charter School Brooklyn
UNIFIED HYDE CULTURE
Signature Practices
"The Hyde Culture is a character culture. It is a culture that provides each stakeholder opportunities to be the best possible them. Each signature practice is unique to Hyde and allows the community to engage in action-reflection to support the unique potential of the school and its members to ultimately increase student growth and proficiency."
Development & Character Building
Hyde 5 Words & 5 Principles
Core Practice
Hyde’s 5 Words and 5 Principles are the cornerstone to building a character culture within the community. All community members are expected to model the Words daily and point out when examples occur organically. At times, it is necessary to provide examples of what the Word looks like in action. All stakeholders should learn about the 5 Words and 5 Principles and be able to explain and show what it looks like in a Hyde school (i.e., showing examples—what does Humility and Each Other's Keeper look like?).
The 5 Principles
- Truth
- Each Other's Keeper
- Destiny
- Conscience
- Unique Potential
The 5 Words
- Courage
- Concern
- Curiosity
- Leadership
- Integrity
Hyde 10 Parent Priorities
Home Alignment
The 10 Parent Priorities are taught to families to build a character culture within the home. The Priorities are anticipated practices for Hyde teachers and leaders:
1 Truth Over Harmony
6 Allow Obstacles to Become Opportunities
2 Principles Over Rules
7 Take Hold and Let Go
3 Attitude Over Aptitude
8 Create a Character Culture
4 Set High Expectations & Let Go of Outcomes
9 Humility to Ask For and Accept Help
5 Value Success Over Failure
10 Inspiration Job #1
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HYDE LEADERSHIP
Charter School Brooklyn
Action-Reflection Cycle
Process
The Action-Reflection Cycle is framed by the guiding questions: Who am I? Where am I going? What do I need to get there? and supports one's self-discovery of their unique potential. Hyde – Brooklyn faculty aim to debrief all teaching and learning activities using guiding questions and discussion to facilitate students in identifying the development of their own capacities and self-concept.
Part 1
Self-Evaluation
Part 2
Target Setting
Part 3
Action
Part 4
Feedback
Seminar
Ritual
A practice students, faculty, and parents engage in. Seminar is described as the "lifeblood" of the Hyde process, facilitating rigorous, conscience-driven reflection and feedback, which in turn supports the self-discovery of attitudes and deep beliefs by participants.
Seminar Framework:
1. Sit in a Circle
2. Clear the Decks
3. Guidelines
4. Journal & Feedback
Auditions
Challenge
An intentional challenge promoting reflection around the Hyde words, principles, and priorities. Specifically, participants reflect on their own attitudes and deep beliefs to inform goal setting and further develop their self-concept. Participants stand in front of the group, state their name and song title, and perform a song of their choosing by memory at least 1 minute in length, without accompaniment.
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HYDE LEADERSHIP
Charter School Brooklyn
Hyde Introductions
New members of the Hyde community conduct a Hyde Introduction. Participants should state their full name, age (not required), role at Hyde – BK, number of years with the Hyde BK community, and something they like doing (hobby). Strive to stand up, hold the attention of the group, and speak clearly.
Who Am I?
An individual stands in front of the group and shares about themselves for 1–2 full minutes. The focus of the share is connected to who you are as a person, not about accomplishments (i.e., jobs, degrees).
Hot Seat
An individual “sits” in the hot seat and colleagues share feedback through shout-outs and challenges with the participant in a professional, direct, and sensitive way. This activity provides participants with an accountability challenge. At times, students might provide teachers with feedback.
Trust Walk
Promotes open communication. Deepens commitment to the principle of Brother’s Keeper. Partners work together: one is blindfolded and responds to a guiding question, while the second participant guides them safely and listens. Partners exchange roles.
Hyde Time is On Time
Hyde time is 5 minutes early. The community and leadership members will hold you accountable for timeliness by reminding you of the expectations.
Leave It Better
We leave all spaces cleaner and more organized than when we arrived. All staff, students, and stakeholders keep spaces neat and usable.
Community, Relationships & Conflict Resolution
Community Volunteers
All Hyde – BK faculty provide opportunities for students to support by taking on the supervision of one student for 5–15 minutes (no more than 15 min. periods) to complete a task. Recommended by teachers and assigned by Leadership throughout the school day.
Peer Mediation
Students receive training in problem solving, peer mediation, and concern meetings. Teachers recommend 2–3 students from each class. Students meet frequently during training and monthly for feedback, implementing strategies in classrooms under faculty supervision.
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HYDE LEADERSHIP
Charter School Brooklyn
Peace Path
Conflict Resolution Protocol
A sequence of steps used by students to resolve conflicts. Teachers should prompt and facilitate the use of the Peace Path by students in their classrooms and school-wide, ensuring their continued development of independence in problem solving.
STEP 1
"I am upset because..."
STEP 2
"It made me feel..."
STEP 3
"Next time I will..."
STEP 4
"I apologize / I accept your apology."
Each Other’s Keeper / Intentional Intrusion
The principle that we need others' help to know and to achieve our unique potential, and others need our help to know and to achieve theirs. At Hyde – BK, we believe in caring about others' growth and wanting them to be their best. In practicing Brother’s Keeper, we take the risk of communicating with others to share honest feedback. This is called an Intentional Intrusion or Challenge, representing a mutual commitment to growth. These challenges stem from genuine concern and are rooted in conscience, respect, and professionalism.
Concern Meetings (Direct & Sensitive)
Carefrontation, Truth Over Harmony. It is a priority for strong communication, transparency, and culture to be truthful about how we can improve our work together. Staff can request a concern meeting with an administrative facilitator. Rules are agreed upon prior to discussion to reach resolution. Can be teachers/students, students/students, or admin/staff.
No Triangular Conversations
To ensure we have direct and sensitive conversations and hold each other accountable to the Hyde culture, we do not bring third parties into a conversation when they are not involved in the incident/issue, as that becomes gossip.
Hyde Language & Codes
Ditto — I agree
Bing — Please speak louder
Good Morning — Always give a greeting
Happy To Do It — Response when asked to do something
3 Before Me — Ask 3 peers or research on your own 3x first
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HYDE LEADERSHIP
Charter School Brooklyn
Glows & Grows
An activity promoting the ability of participants to give and receive both positive and negative feedback. Each participant receives feedback from members of the group around strengths (glows) and challenges (grows). Usually completed using a graphic organizer or written assignment. Participants use feedback to reflect on their own attitudes and deep beliefs to inform goal setting.
Shout Outs & Challenges
Students and teachers are prompted at each school meeting and staff meeting to share shout-outs (recognizing accomplishments) and challenges (group or individual concerns) for the good of the entire group.
Family & Community Engagement
Family Education Department (FED)
We believe supportive, trusting partnerships with families drive student achievement. The Director of Family Education builds partnerships, facilitates character discussions, and helps parents focus on student attitude. The FED coordinates personal necessities (food, clothing, supplies, safe living, mental health) in collaboration with the CST.
FED Events & Workshops
The FED plans Parent Discovery Nights, Fall Family Day, and Spring Family Day. Parent workshops are conducted in the morning, afternoon, and evening by the Director of Family Education, Dean, School Counselors, and Leaders.
Other Extra-Curriculars
Publishing parties, yearbook committee, after-school tutoring (ELA/Math), after-school enrichment, Saturday Academy, and socio-emotional workshops.
Parent Contact & Relationship Building
At Hyde, families are the first teachers and must be actively engaged. Faculty are expected to make parent contact a regular, ongoing part of their practice. This includes person-to-person telephone calls, messages via platforms such as Dojo/Jupiter, and setting in-person/online meetings to keep them updated on academic and behavioral progress. All parent contact must be logged in Jupiter.
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HYDE LEADERSHIP
Charter School Brooklyn
Student Leadership, Voice & Engagement
Dean’s Area & Conduct Expectations
Framed by Hyde principles and Hyde-BK expectations for conduct. The Dean of Students assists students in gaining self-understanding and self-control over unproductive and productive attitudes, emphasizing reflection, reflective discipline, restitution, and behavior intervention strategies to develop their moral compass. The Dean also provides behavior interventions and support, following the school-wide discipline plan. Teachers requiring support must complete Discipline Reports in Jupiter.
EEMO Wheel & EEMO Check-In
Behavior Management Tool
A behavior management tool framed by an attitude spectrum. Students use the EEMO wheel to self-assess and monitor actions. Teachers use it to respond to unproductive attitudes and develop productive ones. Students receive 2 warnings/verbal cues; a 3rd warning moves them down one level. Students receive 2 compliments/verbal cues; a 3rd compliment moves them up. Adjustments are modified for BIPs/IEPs. Everyone resets to Effort at the start of each day.
Excellence (#4)
"I did my best, I will do it!"
Effort (#3)
"I believe I can do it, I will try with effort."
Motions (#2)
"I want to do it, How do I do it?"
Off-Track (#1)
"I don't think I can do it, I'm afraid to fail."
Student Government
A small group of students appointed by their peers. Students participate in decision-making around school-wide events and are responsible for leading presentations during school meetings, creating and posting signage around Discovery Group goals of the month, and creating an annual community service/social justice project. Meet weekly for 30–45 minutes. Teacher leader support is highly welcomed.
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HYDE LEADERSHIP
Charter School Brooklyn
Leadership / House Challenges
Elementary School
A positive behavior incentive program using ClassDojo to internalize leadership habits related to Hyde words and principles. Note: When using the Leadership Challenge, do not take away points. Link it to the EEMO wheel by moving students up when they demonstrate positive actions with frequency.
Middle School
House Challenges support positive behavior, community service, and demonstration of leadership habits. Engages students in a competitive way to improve social responsibility and academic outcomes. LiveSchool is used to track points individually and within houses.
School Meeting
Occur weekly for Lower (K–2), Upper (3–5), and Middle School (6–8) and are community-driven and student-focused. Gold cards, academic awards, and shout-outs/challenges are prompted.
1st Week of Month: Introduces character & academic goals; honors student efforts on Leadership/House Challenges.
2nd & 3rd Weeks: Opportunity for students, teachers, and leadership to deliver 10–15 min presentations.
Hyde Huddle / Advisory
A daily period in grades K–8 aimed at the development of the classroom learning climate and school culture. Teachers facilitate action-reflection, team building, and socio-emotional learning.
Discovery Group
A weekly period of self-discovery putting the action-reflection cycle into practice. Leaders are expected to know kids and families well, personalize lessons, maintain family connections, and act as a point person for the Dean, counselors, and SPED. Members receive support and challenge.
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HYDE LEADERSHIP
Charter School Brooklyn
Recognition & Achievement
Gold Cards Awarded to 1 student & 1 class per month for word/principle.
Academic Effort Great gains or positive attitude in academic work.
Student of Month Exceptional classroom effort. Submit application by 3rd Friday.
Prompt & Present Perfect monthly attendance. Recognized in School Meetings.
Director’s Award High level of leadership and commitment to learning.
Faculty & Professional Expectations
Faculty Norms Hyde Preparation for Life • Joseph Gauld
✓ Reflect on Teaching
✓ Show Professionalism
✓ Communicate with Families
✓ Be a Living Model of Growth
✓ Teach Parents and Families
✓ Maintain High Expectations
✓ Participate in a Professional Community
✓ Be Student Centered
✓ Grow and Develop Professionally
✓ Institute Rigorous Standards of Discipline
"Never say, 'we can't' with a student. Never undercut or undermine another teacher. Contribute to your best self. Be genuine. Use humor, not sarcasm. Take risks."
"If you don't put nothing in, don't expect something to come from it."
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